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KindergartenTeacher Directions

Common Formative Assessment

Quarter FourReading Informational Text

Standards RI. 3, 6 and 9

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Quarter Four Informational Text Common Formative AssessmentsTeam Members and Writers

This assessment was developed working backwards by identifying the central insight of the two passages in order to write a performance task prompt. Key Ideas were identified to support constructed responses and key details align with the selected response questions. All questions support students’ background knowledge in order to answer the performance task prompt.

Thank you to all of those who reviewed and edited and a special appreciation to Vicki Daniels and her amazing editing skills.

Haley Christensen Melissa Hancock Sandy Maines Kelly Rooke

Tammy Cole Jamie Incrovato Gina McLain Jill Russo

Lindsay Crowell Ginger Jay Shawna Munson Leslie Sell

Deborah Delplanche Jenn Johnson Christina Orozco Erin Shepherd

Lindsay Garcia Dovina Israel Teresa Portinga Erin VanDyle

Heather Giard Ko Kagawa Judy Ramer Christy Walters

Brooke Godfrey Kimberly Laws Erin Reamer Melanie Winters

Christine Goldmann Alfonso Lule Sara Retzlaff Alia Zagyva

Jamie Goldstein Berta Lule Jennifer Robbins

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This is a CCS Standards-based listening comprehension assessment, to be given at the end of the current quarter. Formal assessments have a limited range of assessing a student’s knowledge, but can be used as an instructional guide for those most important daily and weekly informal assessments.

Kindergarten Directions

1. Read each passage to your class as a “listening comprehension activity. SL.K.2 “Confirm understanding of a text read aloud or information presented orally …”

2. Discuss the story, but not the specific questions on the test. Lessen discussion time each quarter.

3. Model the “note-taking” page. Throughout the year scaffold students to be able to do this independently. Note-taking in kindergarten prepares students to use the first skill toward research (recognizing the main topic), (RI.K.1 overarching standard), ( required research for integration of knowledge and Ideas, in standards RI.K.7-9).

Questions and Scoring Assessment questions can be answered individually or in small or whole group depending on the level of scaffolding your students need. Any and all levels of differentiation and /or support are encouraged with the goal of independence toward the end of the year.

A record form has been provided. If you wish to use it you’ll need one form per student.

1. Selected Response: Six questions requiring students to circle correct answer.

3. Constructed Response: Three questions requiring students to write, draw or dictate an open-ended response. These are at higher DOK.

3 Performance Task: One performance task requiring students to integrate what they’ve learned from both passages. For more about kindergarten performance tasks: http://www.corestandards.org/assets/Appendix_B.pdf

http://sresource.homestead.com/index.html

Scoring records are also available at:

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KindergartenOPTIONAL Managing Assessment

The two passages are read aloud to students. Students may/not have a copy but should have access to the illustrations while you are reading (one option is ELMO).

Kindergarten has many levels of readiness. The following is an optional method that may be used in the classroom for assessments; ideally the support of an assistant would be helpful.

Day One Day Two Day Three

Read Passage 1 to the “whole class.” Discuss the passage. Model a note-taking page about the passage.

Read Passage 2 to the “whole class.” Discuss the passage.Model a note-taking page about the passage.

Re- Read both texts to the “whole class.” Discuss how the passages are the same and different.

Give students directions to the constructed response questions that can work independently.

Have other activities prepared for those who finish early.

Give students directions to the constructed response questions that can work independently.

Have other activities prepared for those who finish early.

Give students the performance task who can work independently.

Have other activities prepared for those who finish early.

In small groups of 4-5 re-read Passage 1 and have students answer the selected response questions by circling the correct picture.

In small groups of 4-5 re-read Passage 2 and have students answer the selected response questions by circling the correct picture.

Work with small groups or individual students who need support to complete their performance task.

Teachers,The following page is the record form. The questions you ask the students are on the record form. You can ask students individually, small or whole group.

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Kindergarten Reading Informational Text Quarter 4 CFA Record Form Selected Response Passage 1

1 RI.K.3 Prompt: What do all people need to live? doll___ food and water____ bike____

2 RI.K.3 Prompt: What is something people want, but don’t need? clothes____ home____ TV___

Notes:Passage 2

3 RI.K.6 Prompt: Choose a picture that goes with the text. bread, eggs and milk____ clothes____

4 RI.K.6 Prompt: What is the illustrator showing in this picture?people need a home____ people need food and water____ people need friends____

Notes:Passages 1 and 2

5 RI.K.9 Prompt: What do both authors say we need to live? toys___ food___ house___

6 RI.K.9 Prompt: What is one thing that is different between the two stories? food____ spending money ___

Notes:

Passages 1 and 2 Constructed Response Research Questions, score using the research rubric key

Students can distinguish what is relevant information (Research Target 3), following the Depth of Knowledge of Standard RI.K.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

7 RI.K.3 Prompt: Draw and label things found in the texts people may want but does not need. Points: 2___ 1____ 0_____

Students can select and interpret information (Research Target 2), following the Depth of Knowledge of Standard RI.K.6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

8 RI.K.6 Prompt: Passage 2 What does the author want you to learn from this story? Points: 2___ 1_____ 0_____Students will give you their answers orally.

Students can cite evidence (Research Target 4), following the Depth of Knowledge of Standard RI.K.9: With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

9 RI.K.9 Prompt: Draw or write things people need. Use both texts to tell about it. Points: 2___ 1_____ 0_____

Notes:Passages 1 and 2

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Performance Task Prompt:What are things people need? What are things people may want? Sort the pictures to show needs and wants. Write about the pictures to tell more.Categories: Purpose and Organization ________ Language/Elaboration of Evidence______ Conventions______

Write the number correct for each answer. Total _____/24

1 2 3 4 5 6 7 8 9 10 Writing Rubric

/1 /1 /1 /1 /1 /1 /2 /2 /2 /4 /4 /4

For students needing support with any one standard, please refer to your grade-level CCS Standards Learning Progressions for instructional tasks and differentiation.

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Note-Taking Teacher DirectionsName_____________________

What is the text mostly about? This is the main topic.

Draw a main topic picture.

Grade K

Use letters, words or pictures. Tell more about the main topic.

Read the text with the students. Ask the students if the text is about (use irrelevant examples – a french-fry?, a hair?).

This will help students understand that when you ask what a text is mostly about you are referring to the subject or what is called a main topic.

Ask students to draw a picture of the main topic.

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Ask students to explain more about the main topic.

Tell students, “When we want to explain more about (name the main topic), we can look to see what else happened. We are looking for ideas and details.”

Ask students, “What ideas or details can you find and tell about?”

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Remember kindergarten students are scaffolded gradually with much support.

Differentiation:Students who need more pages – print as needed. In kindergarten you can scaffold students to start with illustrating the main topic, then move to details and ideas in another lesson. Students who would benefit from enrichment can continue on with more specific details or a new text.

Students who need more direct instruction – teach each part in mini lessons. These concepts can be taught separately:

• Main Topic• Ideas• Details

ELL Students may need each part taught using language (sentence) frames emphasizing transitional words.

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Student Copy

Name_____________________

What is the text mostly about? This is the main topic.

Draw a main topic picture.

Grade K

Use letters, words or pictures. Tell more about the main topic.

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Wants and NeedsPassage 1

Needs are things you cannot live without.

All people need food, water, clothes and a place to live.

All people need to be safe. People need to have others who care for them.

All people need to feel wanted. People need friends.

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Wants are things you would like to have but can survive without them.

Passage 1

Some things we want but we can live without them.

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Limited ResourcesPassage 2

Have you ever gone grocery shopping with someone? Sometimes we can’t always get everything we want at the grocery store.

What is something good to buy at the grocerystore that we need? Bread, eggs, milk, cheese and other healthy fruits.

What is something we can buy at the grocery store , but is not what we really need? Ice cream, cookies, candy and Coke!

There is a limit to the amount of money we have. Because money has a limit, it is called a limited resource.

We should buy things we need first. Then, if there is any money left over we can sometimes buy things we want, but not always.

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9. Prompt RI.K.9 : Draw or write about things people need. Use both texts to tell about it.

Constructed Response Research Rubrics Target 4Ability to cite evidence to support opinions and ideas

Teacher /Rubric “Language Response”

The response: gives sufficient evidence of the ability to cite evidence to support the idea that there are things people need. The responses must come from the text and may include from passage 1: (1) food, (2) water, (3) home or place to live, (4) people who care about you and (5) being safe. Responses from passage 2 may include: (1) bread, (2) milk, (3), eggs, (4) cheese and healthy fruits. All responses should be from the texts.

Student “Language” Response Example

2 Should have 5 –7 examples , some from both texts.

1 Should have 4–6 examples, some from both texts.

0 1 or no examples.

Quarter 4 CFA Selected and Research Constructed Response Answer Key

7. Prompt: RI.K.3 Draw and label things found in the texts people may want but do not need.

Constructed Response Research Rubrics Target 3Evidence of the ability to distinguish relevant fromirrelevant information such as fact from opinion.

Teacher /Rubric “Language Response”

The response: gives sufficient evidence of the ability to distinguish relevant from irrelevant information by identifying what the text states or illustrates what people need. Relevant information must come from the text. Wants from text #1 include (1) ice cream, (2) toys and (3) television. Wants from text #2 include (1) ice cream, (2) candy, (3) Coke and (4) cookies.

Student “Language” Response Example

2 Should have 4-5 examples, some from both texts

1 Should have 2–3 examples, from one text or both

0 No examples from either text

8. Prompt RI.K.6: Passage 2 … What does the author want you to learn from this story. Students will give you their answers orally.

Constructed Response Research Rubrics Target 2Locate, Select, Interpret and Integrate Information

Teacher /Rubric “Language Response”

The response: gives sufficient evidence to locate and interpret information (integrated response) explaining what the author wants readers to learn from the story. This is an oral “telling” or response. Details the student could mention include: (1) going to the store, (2) not getting everything you may want, (3) naming good things to buy we need – bread, milk and eggs, (4) naming things we want but may not need – candy, cookies, Coke and ice-cream, (5) there is a limit to money spent, (6) buy what you need first and (7) if there is money left you might buy what you want.

Student “Language” Response Example

2 Should have 4-6 examples from passage 2.

1 Should have 2-3 examples from passage 2.

0 0-1 example.

Selected Response Answer Key

1RI.K.3 Prompt: What do all people need to live? doll___ food and water____ bike____

2RI.K.3 Prompt: What is something people want, but don’t need? clothes____ home____ TV___

3RI.K.6 Prompt: Choose a picture that goes with the text. bread, eggs and milk____ clothes____

4RI.K.6 Prompt: What is the illustrator showing in this picture? people need a home____ people need food and water____ people need friends____

5RI.K.9 Prompt: What do both authors say we need to live? toys___ food___ house___

6RI.K.9 Prompt: What is one thing that is different between the two stories? food___ spending money ___

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10. Performance Task Answer Key: What are things people need? What are things people may want? Sort the pictures to show needs and wants. Write about the pictures to tell more.

Needs Wants

Students receive three scores, one for each criterion. In kindergarten, use your judgment along with the writing rubric to decide how the final product best supports each of these three areas.

Purpose and Organization Language -Elaboration of Evidence Conventions

1 2 3 4 1 2 3 4 1 2 3 4

Score

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Informational/Explanatory Writing Rubric Grades K - 2

Purpose

and

Organization

Language and Writing Criteria 1 Point 2 Points 3 Points 4 Points

Purpose Context – topic, question(s)

to be answered Focus/Controlling Idea Evidence of gathered

information or understanding something about the topic

Uses a combination of drawing, dictation, & writing (K) to compose

Attempts to identify a topic but lacks a focus or may have more than one topic or confusing topic as stated

Uses a combination of drawing, dictation, & writing (K) to compose.

Has topic and attempts a focus/information, but focus may shift or not be relevant to the topic chosen.

Uses a combination of drawing, dictation, & writing (K) to compose.

Topic (context) and focus/controlling idea are clearly stated (gr K-2).

Uses a combination of drawing, dictation, & writing (K) to compose.

Explains something more about the topic OR a connection is made between topic & broader ideas.

Clearly presents the topic and focus/ controlling idea.

Organization Overall coherence Appropriate organizational

patterns Transitions connect ideas

(e.g., compare-contrast, description, cause-effect)

May have headings, numbering,

Attempts introduction, body, and conclusion, but one or more parts are missing

Introduction, body, and conclusion are evident, but may lack clarity or coherence (e.g., attempts to connect ideas, but may not be logical or make sense).

Has overall coherence (K-2).

Provides a concluding statement or section (gr, 1, 2).

Intro, body, and conclusion support focus.

Uses several transitions appropriately (e.g., because, since, and, but, also, for example, since) to connect or group ideas.

Language and

Elaboration of Evidence

Details/Elaboration Naming Describing, defining Explaining Comparing Examples, facts, citations Sensory and concrete

details supporting topic Analogies Illustrations, graphics

No details provided or attempts to add details to drawings or writing which may be random, inaccurate, or irrelevant

Some elaboration strategies are evident in drawings or writing (gr K-2), or with support/ questioning from peers or adults (gr K -1).

Ideas may not be fully elaborated or details may be insufficient to support topic

Some authentic details, definitions, facts, text evidence support focus.

Adds labels or captions to illustration, drawing, visuals, charts/tables, or diagram to enhance details, facts, and ideas.

Has a depth of information.

Insightful, elaborates using a variety of relevant details, definitions, examples, quotes, text evidence to support focus/concepts.

Voice and Tone Knowledgeable person Vocabulary – Precise

language Sentence structure Sentence variety

Generally uses basic, incorrect, or below grade level vocabulary when dictating (K) or writing.

Vocabulary use has minor errors.

Dictates, writes, and expands simplecomplete sentences.

Produces complete simple (K), compound (g, 1- 2),sentences.

Appropriate use of vocabulary (nouns, plurals, verbs, pronouns, adjectives, adverb, content-specific).

Uses adult/peer feedback to revise.

Maintains voice/tone of knowledgeable person conveying information.

Knows when to use formal-informal language.

Uses effective, precise vocabulary and variety of sentence structures.

Convention

s

Conventions of Standard English Grammar Usage Mechanics(capitalization,

punctuation, spelling)

Edits with support from peers or adults (gr 2).

Uses below grade-level basic mechanics with frequent errors.

Edits with support from peers or adults (gr 2).

Uses grade-appropriate basic mechanics and word use with some errors.

Edits with support /resources (gr 2).

Minor errors do not interfere with reader understanding (e.g., capitalization ,punctuation; spelling.)

Edits with support /resources.

Has few or no errors in grammar, word usage, or mechanics as appropriate to grade.

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Kindergarten

Common Formative Assessment

Name_________________

Quarter FourReading Informational Text

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1.

2.

3.

4.

5.

6.

Selected Response QuestionsCircle the correct answer.

Teacher, “What is the illustrator showing in this picture?”

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7. RI.K.3 Prompt: Draw and label things found in the texts people may want but do not need.

9. Constructed Response RI.K.9Draw or write about things people need. Use both texts to tell about it.

8. For each detail the student gives, check a box, then mark the final score 0, 1 or 2.Constructed Response RI.K.6 (Passage 2)Prompt: What does the author want you to learn from this story?

0-1_____ 2_____ 3_____ 4_____ 5_____ 6_____

Score 0_____ Score1_________ Score 2_________

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Performance Task Prompt:What are things people need? What are things people may want? Sort the pictures to show needs and wants. Write about the pictures to tell more.

Needs Wants

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Needs and Wants Pictures to Cut and Paste on T- Chart for Performance Task